Effectiveness of a study skills course for students of different academic achievement levels and personality types.

Classified 61 undergraduates voluntarily enrolled in a study skills course as (a) judgers or perceivers according to their scores on the Myers-Briggs Type Indicator and (b) underachieving or academically apprehensive by comparing their actual with predicted GPA. Precourse differences between judgers and perceivers and underachievers and academically apprehensive students were expected on measures of study skills knowledge, use, and GPA but not on a measure of adjustment problems. Differences between judgers and perceivers and academically apprehensive and underachieving students were expected at the end of the course. Multivariate ANOVAs supported the predictions of precourse differences, but the pattern of the differences was not the same for students of different personality types and academic achievement levels. When precourse differences were eliminated via covariance, no significant multivariate F ratios were found, although significant univariate interactions occurred on the measure of study skills use. The overall effectiveness of the course was supported. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)